Content Limits: Items should relate to personal fitness activities. Items may include selection of appropriate ideas or written expression of ideas.

Transcription

1 Subject Area: CCSS: English Language Arts Strand: Reading Standards for Informational Text Cluster: Craft and Structure Standard: LACC.910.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper.) Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should relate to personal fitness activities. Items may include selection of appropriate ideas or written expression of ideas. Stimulus Attributes: Stimulus may include a passage that includes unknown words related to personal fitness. Stimulus may require determining the meaning of words or phrases through context clues in a text. Stimulus may require making comparisons among two or more texts. Response Attributes: Responses may include incorrect or incorrect definitions of unknown words. Responses may include comparisons of the impact of specific word choices on meaning and tone in two or more texts. 1

2 Read the passage below: In the past, the word fitness was used to describe normal daily physical activities. However, as TV, computers, and video games have become a large part of daily life, the daily physical activity of many individuals has decreased. Instead of playing football, many remain sedentary, sitting on the couch and watching other people play football on TV. Others spend a majority of their day sitting at a computer, rarely taking opportunities to stand up and walk around. These individuals are at a higher risk of developing hypokinetic diseases than others who live a more active lifestyle. What is a hypokinetic disease as used in the passage above? * A. disease that occurs from lack of sufficient movement B. disease that occurs from playing video games C. disease that occurs from walking too much D. disease that occurs from playing football 2

3 Subject Area: CCSS: English Language Arts Strand: Reading Standards for Literacy in Technical Subjects 6-12 Cluster: Integration of Knowledge and Ideas Standard: LACC.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should include information related to physical fitness activities. Items may include selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include pictures, charts, or passages. Stimulus may include scenarios that describe a problem to be solved by integrating and evaluating multiple sources of information. Stimulus may include examples or descriptions of information presented in different media formats. Stimulus may include real world scenarios related to personal fitness. Response Attributes: Responses may include different types of advertisements in regards to equipment, training principles, or nutrition. Responses may include multiple sources of information such as marketing, advertisements, or personal experiences. Responses may include an evaluation of multiple sources of information used to make a decision. 3

4 Stimulus: Julia wants her parents to purchase a treadmill for the family to use. Her parents do not see the value in buying a treadmill, but they have told Julia that if she can convince them that it is a worthwhile purchase, they will do so. Julia knows she needs to do some research and found the following sources: A. a classified advertisement in the newspaper for someone selling his old treadmill at a discounted price B. a peer-reviewed journal article from 1960 about the health benefits of regular exercise C. an online video clip of a personal trainer demonstrating different treadmill workouts D. a book written by a doctor about running injuries and how to prevent them E. a newspaper article citing a recent research study that links ownership of fitness equipment to reduced rates of cardiovascular diseases. F. an interview with one of her teachers who owns a treadmill G. a chart in a fitness magazine that compares the cost of a gym membership to the cost of owning a treadmill, concluding that the in-home treadmill is cheaper in the long term Evaluate each of the sources and select three sources that Julia should use to support her argument for buying a treadmill. In an essay, explain the criteria you used to select these sources. Tell why these were the best sources for Julia to include. Support your selection with specific examples and details. Rubric: 4 Points The response is an essay which identifies the three best sources to support Julia s argument for buying a treadmill. The essay provides a thorough explanation of the criteria used to select each source. The criteria includes: the authority, accuracy, objectivity, currency, and relevancy of each of the sources. The response includes specific examples and details. 3 Points The response is an essay which identifies three sources to support Julia s argument for buying a treadmill. The sources are generally appropriate, but one source may not be the best choice. The essay provides an explanation of the criteria used to select each source. The criteria may include most of the following: the authority, accuracy, objectivity, currency, and relevancy of each of the sources. The response may include some details or examples. 2 Points The response is an essay which identifies three sources to support Julia s argument for buying a treadmill. Two of the sources selected are not appropriate. The essay provides an explanation of the criteria used to select each course. The criteria may include a few of the following: the authority, accuracy, objectivity, currency, and relevancy of each of the sources. The response may include few details or examples. 1 Point The response is an essay which includes fewer than three sources. The sources included may not be appropriate. The criteria used for selecting sources is generally not applicable. The response includes limited or no details or examples. 4

5 Subject Area: CCSS: English Language Arts Strand: Writing Standards 6 12 Cluster: Production and Distribution of Writing Standard: LACC.910.W.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Depth of Knowledge: Moderate Complexity, High complexity Item Types: Constructed Response, Performance Task Content Limits: Items should address personal fitness concepts and the use of technology. Items may include demonstration of appropriate behavior or written/oral evidence of individual or shared writing products. Stimulus Attributes: Stimulus may require the production of written material and sharing it using the Internet or other form of technology. Stimulus may include a scenario related to using technology to work collaboratively on a writing project. Response Attributes: Responses may be demonstrations of the use of technology. Responses may include a written product shared in a dynamic and flexible manner, including billboards, Internet, or other methods. 5

6 Task: Using word processing software, create a weekly personal fitness program that includes a balance of the components of health-related physical fitness. Upload your personal fitness program to the class website. Create hyperlinks to other personal fitness websites. Rubric: 4 Points Student has created a comprehensive personal fitness plan in the correct format, and it was correctly uploaded to the class website. A balance of all components of healthrelated fitness is included in the fitness plan. Hyperlinks are included. 3 Points Student has created a personal fitness plan in the correct format, and it was correctly uploaded to the class website, with minor inaccuracies. Some of the components of health-related fitness are missing. Hyperlinks are included. 2 Points Student has created a personal fitness plan in an incorrect format and left out many components of health-related fitness. The file was uploaded to the website but may not include any hyperlinks. 1 Point Student has not created a personal fitness plan in any format or has left out major components of health-related fitness. No hyperlinks are included or the plan was not uploaded to the website. 6

7 Subject Area: CCSS: English Language Arts Strand: Standards for Speaking and Listening Cluster: Comprehension and Collaboration Standard: LACC.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Performance Task Content Limits: Items should address communication related to personal fitness. Items can require the student to identify examples of effective communication or to demonstrate effective communication. Stimulus Attributes: Stimulus should be related to physical activities or discussions that might occur regarding personal fitness. Stimulus may include examples of activities or discussions that might occur in a personal fitness class. Stimulus may include scenarios that should include a diverse group of participants. Response Attributes: Responses may include statements related to personal fitness activities. Responses should not be racially, ethnically or gender offensive. Responses may include performance of collaborative discussions in class. Responses should include positive communication skills. 7

8 Task: Think about your favorite physical fitness activity. What do you like about that activity? What are its benefits for your health? Why is it important to be physically fit? Participate in a discussion about the benefits of fitness on your mind, body, and emotions. Demonstrate active listening, I statements, and turn-taking. Speak clearly, build on others ideas and express your own ideas persuasively. Rubric: 4 Points Student demonstrates a thorough understanding of appropriate communication skills in a group discussion. Student displays active listening skills and is engaged throughout the conversation. The student uses appropriate nonverbal communication skills to convey engagement. The student s participation is balanced, and the student does not monopolize the conversation. Student waits for one s turn, clearly expresses his/her opinions with supporting evidence, and uses I statements. Student s participation is effective. 3 Points Student demonstrates an understanding of appropriate communication skills in a group discussion. Student demonstrates some active listening skills and is engaged through most of the conversation. The student uses mostly appropriate nonverbal communication skills to convey engagement. The student s participation is balanced for the most part, and the student does not monopolize the conversation. In most cases, student waits for one s turn, expresses his/her opinions, and uses I statements. Student s participation is mostly effective. 2 Points Student demonstrates a partial understanding of appropriate communication skills in a group discussion. Student displays few active listening skills and is engaged at only certain parts of the conversation. The student uses few appropriate nonverbal communication skills to convey engagement, or uses some inappropriate nonverbal communication skills. Student sometimes monopolizes the conversation or conversely, participates sporadically. Student interrupts others occasionally. Student expresses his/her opinions with some clarity. Student s participation is somewhat effective. 1 Point Student demonstrates incomplete or weak understanding of appropriate communication skills in a group discussion. Student displays few active listening skills and lacks engagement throughout the conversation. The student does not demonstrate understanding of appropriate nonverbal communication skills or frequently uses inappropriate nonverbal communication skills. Student monopolizes the conversation or conversely, participates sporadically, if at all. Student may interrupt others when speaking, and ideas may not be clearly expressed. Student s participation is not effective. 8

9 Subject Area: CCSS: English Language Arts Strand: Language Standards Cluster: Vocabulary Acquisition and Use Standard: LACC.910.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9 10 reading and content, choosing flexibly from a range of strategies. Depth of Knowledge: Low Complexity, Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address personal fitness activities and content that is relevant and age appropriate. Items may include selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include a passage that includes unknown words and words or phrases that have multiple meanings related to personal fitness. Stimulus may describe strategies for determining unknown words/phrases. Response Attributes: Responses may include definitions or examples of unknown or multiple-meaning words. Responses may include strategies to determine meanings of unknown words. Responses may include clarification statements. Responses may include strategies for finding meaning of unknown words. 9

10 The humerus bone serves as a connection between the scapula and the elbow. The top end of the humerus bone is comprised of a rounded head, two necks, and several tuberosities. The nearly spherical top associates with the ball-and-socket shoulder joint. The upper portion of the bone is cylindrical, while the bone becomes more prismatic near the lower end. The lower extremity consists of 2 epicondyles, 2 processes, and 3 fossae. The bottommost end of the humerus bone associates with the elbow joint. Here, the radius bone and the ulna bone interact with the humerus bone for making the elbow joint. According to the passage, which letter shows the location of the humerus bone? A. A * B. B C. C D. D 10

11 Sample Item 2: Read the passage below: Two students are overweight, and they want to develop personal fitness plans that help them lose weight. One student is motivated and has a strong sense of self-efficacy. She believes that she has the ability within herself to meet her goals. Through hard work and dedication, she strives to meet the goals of her personal fitness plan. The other student always complains about the barriers preventing her from meeting her fitness goals, and unfortunately continues to lead an unhealthy life. Based on this passage, what does self-efficacy mean? A. acting independently B. committed to a fitness plan C. working efficiently to meet an important goal * D. believing in one s own ability to make change 11

12 Subject Area: CCSS: English Language Arts Strand: Reading Standards for Literacy in Science and Technical Subjects Cluster: Craft and Structure Standard: LACC.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Depth of Knowledge: Low Complexity, Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address personal health related content that is relevant and age appropriate. Items may include selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include scientific or technical text related to personal fitness topics. Stimulus may include symbols. Response Attributes: Responses will include personal fitness and health related terms including but not limited to: aerobic, anaerobic, blood pooling, target heart rate, resting and maximum heart rate. Responses may include symbols. Responses may include definitions of technical terms. 12

13 Read the passage. There are several types of fiber that function differently and provide distinctive health benefits. Soluble fibers bind with fatty acids and slow digestion so blood sugars are released more slowly into the body. These fibers help lower LDL (bad) cholesterol and help regulate blood sugar levels for people with diabetes. Insoluble fibers help move waste through the intestines and control the ph levels in the intestines. Adapted from WebMD. (2010). Types of Fiber and Their Health Benefits. Retrieved April, 2012, from What is the BEST meaning of the word soluble as used in the passage? A. increase digestion * B. able to dissolve C. control ph levels D. transport wastes 13

14 Subject Area: CCSS: Mathematics Domain: Interpreting Categorical and Quantitative Data Cluster: Summarize, represent, and interpret data on a single count or measurement variable. Standard: MACC.912.S-ID.1.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address data supported by measurement in the form of graphs, statistics, etc., as related to personal fitness topics. Items may require the selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus must include at least two different data groups. Stimulus may include statistics for comparison. Stimulus may include a chart, graph, or table. Response Attributes: Responses may include correct or incorrect interpretations or applications of data. Responses may include statistics or titles. 14

15 According to the chart showing Zander s measurements, which is the MOST accurate statement about Zander s high school weight? Zander Smith s High School Average Weight Year Mean Weight Standard Weight Deviation Freshman Sophomore Junior Senior A. Zander lost weight through high school and his weight was stable during the school year. B. Zander gained weight while in high school and maintained a steady weight throughout each school year. * C. Zander lost weight while in high school but his weight fluctuated more as his weight dropped. D. Zander had an increase in his weight, and it was consistent throughout each high school year. 15

16 Strand: Concepts Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: HE.912.C.1.1 Predict how healthy behaviors can affect health status. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address healthy behaviors, the decision-making model, and health risks associated with personal fitness. Items may include selection of appropriate behaviors or oral/written expression of behaviors. Stimulus Attributes: Stimulus may include scenarios that describe healthy behaviors that relate to personal fitness. Stimulus may include scenarios, which may analyze information, describe decision-making skills, risks and benefits. Stimulus may include charts or graphs. Stimulus may require predicting outcomes or non-outcomes of healthy behavior. Response Attributes: Responses may include correct or incorrect consequences of healthy behaviors related to stimulus scenario. Responses may describe how behaviors affect health status. Allison is overweight and leads a generally inactive lifestyle. She has Type 2 diabetes and her doctor told her she is at risk for heart disease. Her doctor recommended that she begin a fitness program three days a week. Predict how incorporating healthy behavior such as a fitness program might affect her health status. A. It will improve quickly because she is changing her lifestyle completely. * B. It will improve over time if she follows the doctor s recommendations. C. It will take a long time to improve because she was so sick. D. It will not improve because her conditions are irreversible. 16

17 Strand: Cognitive Ability Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: PE.912.C.1.15 Calculate individual target heart rate zone and analyze how to adjust intensity level to stay within the desired range. Depth of Knowledge: Low Complexity, Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address personal fitness activities and calculation of target heart rate. Items may require selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include a description of how to calculate individual target heart rate zone. Stimulus may address the calculation of the target heart rate zone, percentiles, or intensity. Stimulus may include descriptions of strategies for staying within the desired range. Stimulus may include a formula or calculations. Response Attributes: Responses may include target, maximum and resting heart rates, or the overload principle. Responses may include an analysis of strategies for adjusting intensity levels to stay within the desired range. 17

18 Stimulus: After beginning a personal fitness program, June decides that she would like to analyze her intensity level during exercise. June is 18 years old. She has been exercising for 30 minutes and her heart rate is 130. Calculate June s target heart rate zone. Analyze her current level of intensity as it relates to her target hear rate zone. Determine at least three modifications she should make to her current activity so that her heart rate is in the desired range. Use the following formulas: Maximum Heart Rate = 220 Age Target Heart Rate Zone: Lower end= 65% of Maximum Heart Rate Higher end= 80% of Maximum Heart Rate Calculations: Target Heart Rate Zone: Modifications needed: 18

19 Rubric: 4 Points The calculation for target heart rate zone is accurate. The student analyzes June s current heart rate, compares it to the target heart rate zone and identifies at least three accurate modifications June could make to ensure her intensity level stays stay within her desired range. 3 Points The calculation for target heart rate zone is accurate. The student analyzes June s current heart rate, compares it to the target heart rate zone, and identifies at least two accurate modifications June could make to ensure her intensity level stays within the desired range. 2 Points The calculation for target heart rate zone is incomplete and/or inaccurate. The student analyzes June s current heart rate, compares it to the target heart rate zone, and identifies at least one accurate modification June could make to ensure her intensity level stays within the desired range. 1 Point The calculation for target heart rate zone is incomplete and/or inaccurate. The student fails to identify at least one accurate modification June could make to ensure her intensity level stays within the desired range. 19

20 Strand: Cognitive Ability Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: PE.912.C.1.16 Explain the methods of monitoring levels of intensity during aerobic activity. Depth of Knowledge: Low Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address aerobic activities in personal fitness plans. Items may include selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include a scenario describing aerobic activity. Stimulus may ask for proper methods for monitoring levels of intensity, including but not limited to the points to check for a pulse, names of major arteries, how many seconds to count, or reading/using heart monitors. Stimulus may include diagrams, charts, graphs, or tables. Response Attributes: Responses may include how and where to check for a pulse, describing things like carotid artery (neck), radial artery (wrist), finger placement, or heart monitors. Responses may include a description of proper ways of monitoring levels of intensity during aerobic activity. Responses may include diagrams, charts, tables, or graphs. 20

21 Stimulus: Timothy is taking a group fitness class at his gym. He wants to monitor his level of intensity throughout the class, so that he stays in his target heart rate zone. In a paragraph, explain at least three methods he could use to monitor his level of intensity during the class. Be specific. Rubric: 4 Points Student provides a thorough explanation of methods for monitoring intensity during aerobic activity. Student has identified at least three accurate things Timothy could do to monitor his intensity. 3 Points Student provides an explanation of methods for monitoring intensity during aerobic activity. Student has identified two accurate things Timothy could do to monitor his intensity. 2 Points Student provides a partial explanation of methods for monitoring intensity during aerobic activity. Student has identified one accurate thing Timothy could do to monitor his intensity. 1 Point Student provides a poor explanation of methods for monitoring intensity during aerobic activity. Student does not identify any appropriate ways for monitoring intensity. 21

22 Strand: Cognitive Abilities Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: PE.912.C.1.17 Assess physiological effects of exercise during and after physical activity. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Constructed Response, Performance Task Content Limits: Items should address the physiological effects of exercise during and after physical activity. Items may require the selection of appropriate effect or demonstration of the assessment. Stimulus Attributes: Stimulus may include descriptions of physical activity and/or the physiological effects after that activity. Stimulus may describe different stages of exercise, such as warm up, high intensity, or cool down. Stimulus may include a scenario that includes individuals participating in exercise. Response Attributes: Responses may be physiological effects of exercise. Responses may be correct or incorrect reasons to complete warm up or cool down and the possible consequences of performing these incorrectly. 22

23 Stimulus: Part 1: Run the mile as part of standard physical fitness testing. Throughout the mile, self-assess the physiological effects of this exercise. Use your self-assessment to ensure you are running at the appropriate level of intensity. Use any of the following methods (or a combination of methods). Check Your Pace: Try to go faster than your first mile run of the year. Check Your Heart Rate: Are you in your target heart rate zone? Determine Perceived Exertion: For this activity, you should be at an 8 on a 1-to-10 scale (a comfortable effort would be a 5; racing would be close to a 10) Do The Talk Test: A question like "Is this pace okay?" should be possible, but conversation won't be. Part 2: At the end of the run, write a one page reflection describing the methods you used to monitor and assess the physiological effects of running the mile. Include an explanation of how you used the selfassessment to make adjustments to your run. Rubric: 4 Points Student self-assesses intensity regularly throughout the workout, using most of the different methods. Student clearly adjusts intensity based on assessment. Adjustment to the workout is accurate. 3 Points Student self-assesses intensity at some points during the workout. Student may not use all of the methods. Student adjusts intensity accurately for the most part. 2 Points Student self-assesses intensity a few times throughout the workout. Student only uses one method to monitor intensity. Student sometimes adjusts intensity accurately. 1 Point Student rarely self-assesses or does not assess at all. Student does not adjust intensity accurately. 23

24 Strand: Cognitive Abilities Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: PE.912.C.1.18 Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs. Depth of Knowledge: Moderate Complexity, High Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address fitness facilities, exercise equipment, nutrition and supplements. Items may include selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include scenarios related to consumer physical fitness products and programs. Stimulus may describe fitness claims of a product or program. Stimulus may include pictures or diagrams and advertisements (print or video). Response Attributes Responses may include analyses of advertisements for consumer physical fitness products and programs. Responses may identify fact and fallacy in consumer physical fitness products and programs. Responses may require categorization of fact and fallacies as they relate to consumer physical fitness products and programs. 24

25 Stimulus: Using the following advertisement, determine whether or not the physical fitness product advertised is the most effective way to lose weight. Create a T-chart which distinguishes the facts from the fallacies in this advertisement. Then, write a paragraph explaining at least three effective ways to lose weight. Rubric: 4 Points The response correctly identifies at least two fallacies in the advertisement. The student writes a comprehensive paragraph which includes three accurate and effective ways to lose weight. 3 Points The response correctly identifies at least two fallacies in the advertisement. The student writes a paragraph which includes two accurate and effective ways to lose weight. 2 Points The response correctly identifies one fallacy in the advertisement. The student only identifies one accurate and effective way to lose weight. 1 Point The response does not correctly identify any fallacies in the advertisement. The response may not include any accurate or effective ways to lose weight. 25

26 Strand: Cognitive Abilities Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: PE.912.C.1.22 Explain the skill-related components of balance, reaction time, agility, coordination, power, and speed and how they enhance performance levels. Depth of Knowledge: Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address balance, reaction time, agility, coordination, power, and speed, and how these items increase performance. An explanation may include the selection of appropriate ideas or written/oral expression of ideas. Stimulus Attributes: Stimulus may include performance levels of activities and how the skill-related components of physical fitness may enhance performance levels. Stimulus should be restricted to weight training activities/topics, nutrition, and health and skill related components of physical fitness. Stimulus may include scenarios that demonstrate enhanced performance levels as a result of a focus on improving skills such as balance, reaction time, agility, coordination, power, and speed. Stimulus may include descriptions of balance, reaction time, agility, coordination, power, and/or speed. Response Attributes: Responses may include potential ways the skill-related components of fitness correctly or incorrectly enhance performance levels. Responses may include explanations of the skill-related components of fitness. 26

27 Stimulus: Select three skill-related components of fitness. Explain what these components are and describe how these components could enhance one s personal fitness. Skill related components How it could enhance one s personal fitness Rubric: 4 Points Three skill-related components were addressed and explained accurately and comprehensively. 3 Points Two skill-related components were addressed and explained accurately and comprehensively. 2 Points One skill-related component was addressed and explained accurately and comprehensively. 1 Point Skill-related components were addressed, but the explanations were inaccurate. 27

28 Strand: Cognitive Abilities Standard: Identify, analyze, and evaluate movement concepts, mechanical principles, safety considerations, and strategies/tactics regarding movement. Benchmark: PE.912.C.1.23 Apply appropriate technology and analyze data to evaluate, monitor, and/or improve performance. Depth of Knowledge: Low Complexity, Moderate Complexity Item Types: Multiple Choice, Performance Task Content Limits: Items should address personal fitness activities and common technology used to analyze fitness data. A performance may include selection of appropriate behaviors or a demonstration of appropriate behaviors. Stimulus Attributes: Stimulus may include scenarios that describe settings in which technology may be used in fitness activities. Stimulus may include a variety of technical devices that can evaluate performance. Stimulus may include graphs, charts, tables, and diagrams to present data. Stimulus should not require the computation of data. Stimulus may include the comparison of performance data. Response Attributes: Responses should not include correct or incorrect computations. Responses may include correct and incorrect data interpretations. Responses may include the application of correct and incorrect technical devices commonly used in fitness activities. Responses may include names of different technologies. 28

29 Stimulus: All of the students in Jessica s Personal Fitness class ran the mile in the first week of the semester to assess their current fitness level. The class will run it again at the end of the semester, hoping to improve their times, an indication of a higher level of fitness. Jessica wants to be in the Healthy Fitness Zone, so she practices running the mile every week. She would like to run a 9:00 mile or faster. Using her watch, she captures her mile pace, and records it in a chart each week. Here is her data so far. Jessica s Mile Pace Week 1 9:30 Week 2 9:23 Week 3 9:25 Week 4 9:15 Week 5 9:17 Week 6 9:20 Jessica has completed one-third of the semester. In two to three paragraphs, analyze the data and evaluate her progress towards her personal fitness goal and the standards for the Healthy Fitness Zone. Provide at least three suggestions on how Jessica might reach her goal. Rubric: 4 Points Student provides a thorough and accurate analysis and evaluation of Jessica s performance. Student provides at least three accurate suggestions for how Jessica might reach her goal and meet the standard for the Healthy Fitness Zone. 3 Points Student provides a mostly accurate analysis and evaluation of Jessica s performance. Student provides two accurate suggestions for how Jessica might reach her goal and meet the standard for the Healthy Fitness Zone. 2 Points Student provides a partially accurate analysis and evaluation of Jessica s performance. Student provides one accurate suggestion for how Jessica might reach her goal and meet the standard for the Healthy Fitness Zone. 1 Point Student provides a poor analysis and evaluation of Jessica s performance. Student provides no accurate suggestions for how Jessica might reach her goal and meet the standard for the Healthy Fitness Zone. 29

30 Strand: Lifetime Fitness Standard: Participate regularly in physical activity. Benchmark: PE.912.L.1.1 Participate in a variety of physical activities to meet the recommended number of minutes of moderate to vigorous physical activity (MVPA) beyond physical education on five or more days of the week. Depth of Knowledge: Low Complexity Item Types: Multiple Choice, Performance Task Content Limits: Items should be limited to information based on physical fitness standards. Participation may include selection of appropriate behaviors or completing the required behaviors. Stimulus Attributes: Stimulus should address knowledge of a variety of activities that provide moderate to vigorous physical exertion and the necessary amount of time spent engaged in such. Response Attributes: Responses may include logs, journals, or other evidence of participation. Responses should include MVPA, aerobic activities, minutes per session. Incorrect responses should include low physical activities that are reasonable answers. Responses may be proof of participation in MVPA five or more days per week. Response may include demonstration of participants. 30

31 Task: Using the daily calendar provided, list the moderate to vigorous physical activities you participated in daily. Complete the chart including the duration and your heart rate before, during, and after the activity. Day Sunday Monday Tuesday Wednesday Thursday Friday Saturday Activity Duration Target HR HR Before HR During HR After Rubric: 4 Points The student participates in a variety of physical activities to meet the recommended 60 minutes of moderate to vigorous physical activity (MVPA) beyond physical education on five or more days of the week. 3 Points The student participates in a variety of physical activities to meet the recommended 60 minutes of MVPA beyond physical education on three or four days of the week. 2 Points The student participates in a variety of physical activities to meet the recommended 60 minutes of MVPA beyond physical education class on one or two days of the week. 1 Point The student fails to participate in a variety of physical activities to meet the recommended 60 minutes of MVPA beyond physical education class or fails to have a variety of activities. 31

32 Strand: Lifetime Fitness Standard: Participate regularly in physical activity. Benchmark: PE.912.L.1.2 Participate in a variety of activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility, and body composition. Depth of Knowledge: Low Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address health-related physical fitness within recreational activities that include health-related physical fitness, cardiorespiratory fitness, muscular strength, muscular endurance, flexibility, and body composition. Participation may include selection of appropriate behaviors or demonstrating appropriate behavior. Stimulus Attributes: Stimulus should be related to recreational activities related to personal fitness. Stimulus may include scenarios that describe participation in a variety of activities related to physical fitness. Response Attributes: Responses should include the components of health-related fitness. Responses may include evidence that student has participated in a variety of activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility, and body composition. Lisa decided to train for a triathlon, which includes a quarter-mile swim, a 15 mile bike, and a 3.1 mile run. Her weakest leg is the open-water swim. Lisa gets very winded after swimming for half of the distance. What component of fitness must Lisa improve to finish the swimming leg? A. flexibility B. body composition C. muscular strength * D. cardiovascular endurance 32

33 Sample Item 2: Stimulus: In the attached calendar for one month, record the different fitness activities in which you participate. For each day you complete an activity, record the name of the activity, how long you did the activity, and which component of fitness (cardiorespiratory fitness, muscular strength/endurance, flexibility, or body composition) it addresses. (INSERT MONTH/YEAR HERE) CALENDAR: Sun Mon Tues Wed Thu Fri Sat 33

34 Rubric: 4 Points Calendar is thoroughly completed. Response includes representation of all four healthrelated fitness categories each week. 3 Points Calendar is mostly completed. Response includes representation of three of the four health-related fitness categories each week. 2 Points Calendar is partially completed. Response includes representation of two of the four health-related fitness categories each week. 1 Point Calendar is incomplete. The response includes representation of only one of the four health-related fitness categories each week. 34

35 Strand: Lifetime Fitness Standard: Participate regularly in physical activity. Benchmark: PE.912.L.1.3 Participate in a variety of activities that promote effective stress management. Depth of Knowledge: Low Complexity Item Types: Multiple Choice, Performance Task Content Limits: Items should address physical fitness and/or fitness related activities that promote stress management. Participation may include a selection of appropriate ideas or demonstration of appropriate ideas or demonstration of appropriate behavior. Stimulus Attributes: Stimulus may require participation in activities that promote effective stress management. Stimulus may ask for identification of activities that promote effective stress management. Response Attributes: Responses may identify correct or incorrect activities that promote stress management. Responses may be proof of participation in activities that promote stress management. 35

36 Task: Stress can affect your performance in school, as well as other areas of your life. It is important to take action to manage your stress levels. Keep a log of the physical activities that you participate in that promote effective stress management. Write the name of the physical activity, the duration of the physical activity, and comment on your stress levels before and after you participate. Participate in at least three activities a week for at least 30 minutes each. Example Log: Day of week Stress Management Activity Number of Minutes Stress level before activity Stress level after activity Sunday Monday Tuesday Wednesday Thursday Friday Saturday 36

37 Rubric: 4 Points The student s log shows regular participation in a variety of stress relieving physical activities three or more times per week, and the duration is 30 minutes or longer for each entry. The log includes appropriate stress relieving activities, the duration of the activity, and comments of his/her stress levels before and after the activity. 3 Points The student s log shows some participation in a variety of stress relieving physical activities. The student has participated in stress relieving physical activities up to three times per week, and the duration is 20 minutes or longer for each entry. The log includes appropriate stress relieving activities, the duration of the activity, and comments about his/her stress levels before and after the activity. 2 Points The student s log shows irregular participation in a variety of stress relieving physical activities. The student has participated in stress relieving physical activities at least two times per week, and the duration is 15 minutes or longer for each entry. The log includes a few appropriate stress relieving activities, the duration of the activity, and comments on his/her stress levels before or after the activity. 1 Point The student s log shows rare participation in a variety of stress relieving physical activities. The student has participated in a stress relieving physical activity on one occasion. The student may comment on the duration of the activity and on his/her stress levels before or after the activity. 37

38 Strand: Lifetime Fitness Standard: Participate regularly in physical activity. Benchmark: PE.912.L.1.6 Utilize knowledge of the risks and safety factors that may affect physical activity throughout life. Depth of Knowledge: Low Complexity, Moderate Complexity Item Types: Multiple Choice, Constructed Response Content Limits: Items should address safety and risk factors associated with personal fitness. Items may require selection of appropriate behavior or written or written/oral expression of behavior. Stimulus Attributes: Stimulus may address characteristics of exercise routines that protect from risks. Stimulus may describe characteristics of exercise routines that are risk factors. Stimulus may include scenarios or video clips that show correct or incorrect examples of risk and safety factors in a physical fitness activity. Response Attributes: Responses may describe the risks and safety factors that may affect physical activity through life. Responses may include warm-up, cool-down, overtraining and hydration. Responses may include correct or incorrect safety or risk factors. Responses may include steps to mitigate potential risks that may affect physical activity. The first segment of any physical activity should be the * A. warm-up. B. cool-down. C. workout. D. weight lifting. Sample Item 2: Why should the first segment of any physical activity be the warm-up? * A. it raises the muscle temperature to prevent injury B. it mentally prepares you for your event C. it activates muscle memory D. it stretches the muscles 38

39 Strand: Lifetime Fitness Standard: Develop and implement a personal fitness program to achieve and maintain a healthenhancing level of physical fitness. Benchmark: PE.912.L.2.1 Demonstrate achievement and maintenance of a health-enhancing level of personal fitness by designing, implementing, self-assessing, and modifying a personal fitness program. Depth of Knowledge: Moderate Complexity Item Types: Constructed Response, Performance Task Content Limits: Items should be related to personal fitness activities. A demonstration may include the selection of appropriate behaviors or performance of appropriate behaviors. Stimulus Attributes: Stimulus may ask about any aspect of the designing, implementing, self-assessing, or modifying of a personal fitness program. Stimulus may include a chart. Stimulus may include example personal fitness programs. Stimulus may include a scenario that describes an individual s current physical fitness level and that individual s physical fitness goals. Stimulus may require the production of a personal fitness program. Response Attributes Responses may be explanations of the components of a personal fitness plan. Responses may demonstrate the achievement and maintenance of a health enhancing level of personal fitness. Responses may include the designing, implementing, self-assessing, and modifying of a personal fitness program. 39

40 Stimulus: Part 1: Design a personal fitness program, applying concepts learned in the Personal Fitness course. When writing your program, include a log or area to document the implementation of the program. Part 2: Implement your personal fitness program, and document the implementation. Part 3: Assess your fitness levels before, during, and after implementing your fitness program. Part 4: Modify your fitness program based on how successful it was in helping you meet your fitness goals. Rubric: 4 Points Student accurately completes all four parts of the task. The response includes completion of the following parts: 1) a personal fitness program that is appropriate for the student and incorporates concepts learned in the Personal Fitness course; 2) evidence of the implemented personal fitness program; 3) assessment data from his/her fitness assessments before, during, and after implementing the fitness program; 4) a modified fitness program, with appropriate modifications based on the success of the original fitness program. After implementation of the personal fitness program, the student has achieved a health-enhancing level of personal fitness. 3 Points Student accurately completes three of the four parts of the task. The response includes completion of three of the following parts: 1) a personal fitness program that is appropriate for the student and incorporates concepts learned in the Personal Fitness course; 2) evidence of the implemented personal fitness program; 3) assessment data from his/her fitness assessments before, during, and after implementing the fitness program; 4) a modified fitness program, with appropriate modifications based on the success of the original fitness program. After implementation of the personal fitness program, the student has achieved a health-enhancing level of personal fitness. 2 Points Student accurately completes two of the parts of the task. The response includes completion of two of the following parts: 1) a personal fitness program that is appropriate for the student and incorporates concepts learned in the Personal Fitness course; 2) evidence of the implemented personal fitness program; 3) assessment data from his/her fitness assessments before, during, and after implementing the fitness program; 4) a modified fitness program, with appropriate modifications based on the success of the original fitness program. After implementation of the personal fitness program, the student may have achieved a health-enhancing level of personal fitness. 1 Point Student accurately completes one part of the task. The response includes completion of one or none of the following parts: 1) a personal fitness program that is appropriate for the student and incorporates concepts learned in the Personal Fitness course; 2) evidence of the implemented personal fitness program; 3) assessment data from his/her fitness assessments before, during, and after implementing the fitness program; 4) a modified fitness program, with appropriate modifications based on the success of the original fitness program. The student may not have achieved a healthenhancing level of fitness. 40